Unit1 Lesson 5教学设计-2025-2026学年冀教版英语八年级下册

教学设计 〖教材〗冀教版八年级下册 〖教师〗 〖课题〗Unit1 Lesson 5Jeremy’s observation diary 〖课型〗Project lesson 一、学情分析 八年级学生经过上学期的学习，已有扎实的英语基础，但水平参差不齐。部分学生基础知识掌握有漏洞，还有部分学生读写能力较弱；部分学生学习习惯较差，缺乏主动性。需根据学生差异，采取分层教学策略，兼顾整体与个体需求。这样可以更好地适应新学期八年级下册的学习。 二、教材分析 冀教版新教材以单元主题为主线，围绕新课标的人与自我、人与社会、人与自然三大主题设计同主题下不同类型的课程，以帮助学生深化语言知识，培养思维品质。 八年级下新教材继续贯彻新课程理念，以培养学生的英语综合素养为目标，内容贴近学生生活，涵盖个人成长、社会交往等多个领域。教材设计注重语言技能的整合，每个单元围绕听、说、读、写展开，同时融入文化知识和学习策略，帮助学生全面发展。 三、教学目标 1.1.Students will be able to understand and use vocabulary related to spring observations (e.g., bud, shoot, sunlight, temperature). 2.Students will be able to identify and use the simple past tense to describe past observations. 3.Students will be able to write a short observation diary entry using correct grammar and vocabulary. Students will develop observation skills and environmental awareness through hands-on activities. 四、教学重点难点 教学重点 · Vocabulary and Expressions: Vocabulary: bud, shoot, sunlight, temperature, soil, sprout, record, observation 教学难点 Grammar: Simple past tense (regular and irregular verbs) 五、教学方法 Task based 六、教学媒体运用/教具准备 Multimedia equipment (PPT, audio clips) Flashcards of sports vocabulary Worksheets for listening and speaking activities Whiteboard and markers 七、教学过程 ●Step1 Warming up （2min） Show students pictures of spring scenes (e.g., blooming flowers, green grass, birds building nests). Ask students to guess what season it is and describe what they see using simple English. Introduce the topic: "Today we will learn about Jeremy’s observation of spring changes through his diary." ●Step2 Lead in（5mins） Vocabulary Introduction · Present new vocabulary with pictures and definitions: e.g., "bud" (a small growth on a plant that will become a flower or leaf), "shoot" (a new part of a plant growing out of the ground). · Play a quick matching game: students match words to their pictures. Predicting the Content Show the title "Jeremy’s Observation Diary" and ask students: "What do you think Jeremy observed? What might he write in his diary?" Encourage students to share their predictions in pairs. ●Step 3 Reading (10mins) Activity 1:Ask students to read the diary quickly and answer: "What did Jeremy observe over three days?" (e.g., Day 1: planted seeds; Day 2: no changes; Day 3: small shoots appeared). Activity 2: Scanning Provide a worksheet with questions about specific details: e.g., "What did Jeremy do on March 12?" "How did the seeds change on March 14?" Students work in groups to find answers and share with the class. Activity 3: Grammar FocusHighlight sentences in the diary using the simple past tense (e.g., "I planted some seeds", "I checked the soil"). Review regular and irregular past tense verbs: list examples from the text (planted, checked, watered; grew, saw). Ask students to identify more past tense verbs in the diary. ●Step 5 Post reading (5mins) ●Step 6 discussion (10mins) Step 7 WritingPreparation （4min） Show a sample diary entry and analyze its structure: date, opening sentence, details of observation, feelings. Ask students to think about their own observation: "If you were to observe a plant, what would you write about?" Step 8 Summary （2min） Homework (5 minutes) Write a short observation diary entry (3-5 sentences) about a plant or spring change you observe at home. Use at least 3 new vocabulary words and the simple past tense. Bring the diary entry to class for sharing next time. 七、板书设计 bud, shoot, sunlight, temperature, soil, sprout, record, observation Grammar:Simple Past Tense (regular: -ed; irregular: go-went, see-saw) Diary Structure:Date → What I did → What I observed → My feelings 八、课后反思 学科网（北京）股份有限公司 $